Abby Brunner's List: Inservice Project

• The first requirement is a willingness to work with others and the ability to  recognize that you can’t do it all on your own.
• The second step is to seek out the support faculty and staff.
• Ask for advice -- and listen to it. That kind of collaboration benefits your  students greatly.
• The third requirement is to be humble.
• It isn’t always easy to be humble when you’ve waited so long to get into your  own classroom. You’ll save yourself a lot of extra grief by asking and  listening, however.
• The fourth step is to plan with other members of your grade level team. What is  being taught in Math, Science, Social Studies, and so on? Can you find a way to  connect your topics and objectives to those being taught in other classes?
• Don’t forget about the other professionals in your building

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• Collaboration: Test score increases were directly related to the degree to which  library media specialists and teachers worked together and to the amount of time  media specialists spent training teachers to use information technology.
• Flexible Scheduling: Test scores increased when students had greater freedom to  visit the library media center on their own and to use media center resources at  home.
• Leadership:
• "The librarian is the best support classroom teachers could hope to have.  [Librarians] can provide educational resources to students and teachers. They  can teach teachers how to use informational technology to access additional  resources. They can teach information literacy to both teachers and students.  They can provide design and support to the curriculum.
• Institute flexible scheduling wherever possible to allow maximum student access  to library media centers.

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• In addition to learning and study strategies brought to the classroom by the  special education teacher, a social aspect is brought into play as students  interact with others who are different than them.  These interactions can  include tutoring, when higher achieving students solidify their knowledge by  presenting it to a peer
• When two teachers work together to teach a class, the result  (as cited by Walther-Thomas et al.)  is that they learn from each  other, they draw from each other’s strengths and they learn techniques that the  other brings to the table from their wealth of experience and their educational  background
• Both the general education teacher and the special education teacher will  develop techniques to deal with all students, regardless of labels and in this  process reach out to not only students with learning disabilities but also those  who fall just short of the classification but are at-risk students who need  additional help.

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